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Sequence 9acquire more "school-type" behaviors. Most of these studies were done in the 1960's and were in Head… |
Sequence 5Earlier research had shown that economically disadvantaged children came to school lacking readiness to learn and profit from… |
Sequence 7creative as well as conventional solutions to problems. The word auton- omy referred to self-regulating behaviors which… |
Sequence 8these were very early developed in children and might not be amena- ble to later educational experience. The findings… |
Sequence 23child's responses to preschool programs were predictive of later aca- demic achievement and that the Montessori… |
Sequence 28Other measures were of school-related behaviors and attitudes and social perceptions and social interaction. Results First… |
Sequence 29program did not perform at grade levels on the Metropolitan Achieve- ment battery even though they were scoring at normal to… |
Sequence 30Children were observed by four trained observers on a near daily basis or at least on four separate days of the school week… |
Sequence 33Montessori classroom had one teacher and an aid for 25 children of lower and middle class socioeconomic status. Stodolsky… |
Sequence 34spent more time in the non-Montessori activities than did the middle SES children who spent their time in reading and… |
Sequence 42Akron Model Cities Program Guidubaldi et al. (1974) evaluated the effectiveness of four types of preschool programs on the… |
Sequence 44measures used. Second, while the groups seem homogeneous within- groups and across matched groups on most factors, one problem… |
Sequence 4CHAPTER4 OTHER STUDIES OF CHILDREN OF LOW SOCIOECONOMIC STATUS The following studies show the great variety of attempts to… |
Sequence 6The research took place in the Clavis Montessori Head Start centers staffed by Montessori teachers in Fullerton and Costa Mesa… |
Sequence 8d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 1d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 2Children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language.… |
Sequence 4CHAPTERS OTHER STUDIES OF MONTESSORI CHILDREN OF MIDDLE SOCIOECONOMIC STATUS This section reviews a variety of studies of… |
Sequence 6A critical factor in this study is what was measured. Bereiter did not measure what the Montessori program was teaching by the… |
Sequence 8Canadian Middle SES McKinnon and collaborators (1982) conducted a study which com- pared the social, motor, and academic… |
Sequence 9An interesting aspect of this study was the difference in teachers' connotations of words used on the questionnaire.… |
Sequence 11teacher. The latter were completed within two months of the child's entrance into either kindergarten or first grade.… |
Sequence 1Mathematics The primary hypothesis of the study by Morgan (1978), was that certain aspects of the concept of number, as… |
Sequence 1week could improve attention. It is difficult to react positively to this study because others have shown Montessori students… |
Sequence 5Education. She strongly supports the idea of the social responsibility of humans and their interdependence with each other and… |
Sequence 14adaptive strategies than the University School children. The Montes- sori equipment and the rate at which the teacher… |
Sequence 15most opportunity for child-initiated activity and more opportunity for socialization with peers than the other schools.… |
Sequence 4CHAPTERS CONCLUSIONS AND NEEDS Results Results of the analysis of research on the effects of the Montessori method on… |
Sequence 5Table 2 Summary of Findings: Do Low Socioeconomic Children Benefit from Less Than Three Years of Preschool? YES NON-… |
Sequence 6and second grade, the Montessori low SES children who had a highly structured kindergarten experience began to achieve… |
Sequence 7for the low SES child's academic development in a half-day program would result from more structured activities in the… |
Sequence 8norms on standardized tests must be cautiously accepted. She does not indicate how the children compared with others in their… |
Sequence 10observational information that indicates a qualitative difference is evi- dent between program effects. Her results indicated… |
Sequence 13environment. Of particular interest, was how the child used the envi- ronment given freedom of choice. Banta and Stodolsky… |
Sequence 14included not studying children who had the complete three year cycle of Montessori experience and not studying a Montessori… |
Sequence 7A new kind of critical theory arose in the 1970s among observers of education. Those supporting this position were so far to… |
Sequence 33A new kind of critical theory arose in the 1970s among observers of education. Those supporting this position were so far to… |
Sequence 6Attempting to replicate the four studies combined by Belsky (1988), Roggman, Langlois, Hubbs-Tait, and Rieser-Danner (1994)… |
Sequence 30Could the results be due to bias? In other words, were the Montessori students just trying to make their schools look better… |
Sequence 2Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 123Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 124Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 160162 Schmid, Jeannine. (1978). the regular classroom. 638). (9). Montessori for eve one? Ada tin Montessori for ERIC… |
Sequence 68acquire more "school-type" behaviors. Most of these studies were done in the 1960's and were in Head… |
Sequence 23Earlier research had shown that economically disadvantaged children came to school lacking readiness to learn and profit from… |
Sequence 25creative as well as conventional solutions to problems. The word auton- omy referred to self-regulating behaviors which… |
Sequence 26these were very early developed in children and might not be amena- ble to later educational experience. The findings… |
Sequence 41child's responses to preschool programs were predictive of later aca- demic achievement and that the Montessori… |
Sequence 46Other measures were of school-related behaviors and attitudes and social perceptions and social interaction. Results First… |
Sequence 47program did not perform at grade levels on the Metropolitan Achieve- ment battery even though they were scoring at normal to… |
Sequence 48Children were observed by four trained observers on a near daily basis or at least on four separate days of the school week… |
Sequence 51Montessori classroom had one teacher and an aid for 25 children of lower and middle class socioeconomic status. Stodolsky… |
Sequence 52spent more time in the non-Montessori activities than did the middle SES children who spent their time in reading and… |
Sequence 60Akron Model Cities Program Guidubaldi et al. (1974) evaluated the effectiveness of four types of preschool programs on the… |
Sequence 62measures used. Second, while the groups seem homogeneous within- groups and across matched groups on most factors, one problem… |
Sequence 66CHAPTER4 OTHER STUDIES OF CHILDREN OF LOW SOCIOECONOMIC STATUS The following studies show the great variety of attempts to… |
Sequence 68The research took place in the Clavis Montessori Head Start centers staffed by Montessori teachers in Fullerton and Costa Mesa… |
Sequence 70d) exercises in sensory geometry and numbers. Three additional objec- tives were included in the Montessori curriculum: a)… |
Sequence 71Children were pre- and posttested on measures of cognitive skills, curiosity, self-concept, and spontaneous language.… |
Sequence 73CHAPTERS OTHER STUDIES OF MONTESSORI CHILDREN OF MIDDLE SOCIOECONOMIC STATUS This section reviews a variety of studies of… |
Sequence 75A critical factor in this study is what was measured. Bereiter did not measure what the Montessori program was teaching by the… |
Sequence 77Canadian Middle SES McKinnon and collaborators (1982) conducted a study which com- pared the social, motor, and academic… |
Sequence 78An interesting aspect of this study was the difference in teachers' connotations of words used on the questionnaire.… |
Sequence 80teacher. The latter were completed within two months of the child's entrance into either kindergarten or first grade.… |
Sequence 82Mathematics The primary hypothesis of the study by Morgan (1978), was that certain aspects of the concept of number, as… |
Sequence 89week could improve attention. It is difficult to react positively to this study because others have shown Montessori students… |
Sequence 93Education. She strongly supports the idea of the social responsibility of humans and their interdependence with each other and… |
Sequence 102adaptive strategies than the University School children. The Montes- sori equipment and the rate at which the teacher… |
Sequence 103most opportunity for child-initiated activity and more opportunity for socialization with peers than the other schools.… |
Sequence 113CHAPTERS CONCLUSIONS AND NEEDS Results Results of the analysis of research on the effects of the Montessori method on… |
Sequence 114Table 2 Summary of Findings: Do Low Socioeconomic Children Benefit from Less Than Three Years of Preschool? YES NON-… |
Sequence 115and second grade, the Montessori low SES children who had a highly structured kindergarten experience began to achieve… |
Sequence 116for the low SES child's academic development in a half-day program would result from more structured activities in the… |
Sequence 117norms on standardized tests must be cautiously accepted. She does not indicate how the children compared with others in their… |
Sequence 119observational information that indicates a qualitative difference is evi- dent between program effects. Her results indicated… |
Sequence 122environment. Of particular interest, was how the child used the envi- ronment given freedom of choice. Banta and Stodolsky… |
Sequence 123included not studying children who had the complete three year cycle of Montessori experience and not studying a Montessori… |
Sequence 126traditional educational training? Does the teacher fully absorb the phi- losophy so that classroom practices are changed? What… |
Sequence 169A new kind of critical theory arose in the 1970s among observers of education. Those supporting this position were so far to… |
Sequence 88Attempting to replicate the four studies combined by Belsky (1988), Roggman, Langlois, Hubbs-Tait, and Rieser-Danner (1994)… |
Sequence 45Could the results be due to bias? In other words, were the Montessori students just trying to make their schools look better… |
Sequence 47Equal Opportunity and the Montessori Magnet School page 46 Mechanisms must be provided to assure the allocation and… |
Sequence 168162 Schmid, Jeannine. (1978). the regular classroom. 638). (9). Montessori for eve one? Ada tin Montessori for ERIC… |